SAS and PA Core Standards

1. SAS and PA Core Standards Appalachia Intermediate Unit 8 Teacher Induction Brenda Calhoun, Educational Technology Specialist Stacy Dabbs, Curriculum Specialist November 7, 2013

2. SAS Portal

3. SAS—Teacher Tools

4. PA Core Standards Webb’s Depth of Knowledge Assessment Levels Teacher Effectiveness PA Core Rationale

5. PA Core Standards FOR IMMEDIATE RELEASE:March 14, 2013State Board of Education Finalizes Adoption of Pennsylvania Common Core State Academic Standards and High School Graduation RequirementsHarrisburg – The State Board of Education today voted to adopt final-form regulations to amend Chapter 4, Academic Standards and Assessment, of Title 22, the Pennsylvania Education Code, said Secretary of Education Ron Tomalis. Specifically, the board’s action puts into place the Pennsylvania Common Core Standards and requires students to demonstrate proficiency on a Keystone Exam, validated local assessment or a comparable Advanced Placement/International Baccalaureate exam.

6. Updates—August 7, 2013 • Among the key changes announced this week is language that will be proposed to: • * Change the name of the standards from Pennsylvania Common Core Standards to Pennsylvania Core Standards. PDE and the State Board said that the change will serve to clarify that the Pennsylvania standards were developed by a group of Pennsylvania educators and while these standards reflect some components of the national Common Core standards, they are not identical. The standards will take effect upon publication in the Pennsylvania Bulletin. • * Clarify that the state standards are applicable only to public schools and do not apply to private, religious or homeschooled students. The regulations apply to school districts, charter and cyber charter schools, and area vocational technical schools. • * Clarify that the state will not require school entities to utilize a statewide curriculum or statewide reading lists. • * Clarify that Pennsylvania will not participate as a governing state in any consortium for the development of a national assessment, except if one is deemed necessary for special education students and then only in consultation with parents, teachers and other interested parties. • * Clarify that PDE will not expand the collection of student data and will not collect personal family data due to implementation of the standards.

7. Assessment Perspective *Five additional Keystone Exams for voluntary use: geometry in 2016-17, U.S. history in 2017-18, algebra II in 2018-19, chemistry in 2019-20 and world history in 2020-21 *subject to available state funding for development and implementation of each assessment

8. Teacher Effectivenesshttp://www.pdesas.org/Instruction/Frameworks • The Framework for Teaching • http://iu8educatoreffectiveness.wikispaces.com/ • Domain 1: Planning and Preparation • Domain 2: Classroom Environment • Domain 3: Instruction • Domain 4: Professional Responsibilities

9. Webb’s Depth of Knowledge

10. Assessment @ Level 2 & 3

11. Difficulty vs. DOK • How many of you know the definition of exaggerate? • Overstate something • Make more noticeable • How many of you know the definition of prescient? • Knowing in advance

12. Karin Hess—Webb’s DOK

13. Common Core Rationale • Preparation: The standards are college-and career-ready. They will help prepare students with the knowledge and skills they need to succeed in education and training after high school. • Competition: The standards are internationally benchmarked. Common standards will help ensure our students are globally competitive. • Equity: Expectations are consistent for all –and not dependent on a student’s zip code. • Clarity: The standards are focused, coherent, and clear. Clearer standards help students (and parents and teachers) understand what is expected of them. • Collaboration: The standards create a foundation to work collaboratively across states and districts, pooling resources and expertise, to create curricular tools, professional development, common assessments and other materials.

14. Common Core Math Standards of Mathematical Practice 6 Instructional Shifts

15. Water Jug Problem • You have a 3 gallon and a 5 gallon water jug. You need exactly 4 gallons of water. How is this possible?

16. Water Jug Problemhttp://www.math.harvard.edu/~knill/mathmovies/index.html

17. Standards of Mathematical Practice 1. Make sense of complex problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

18. Grouping SMP

19. Mathematical Rigor

20. Buttons Task Gina plays with her grandmother’s collection of black & white buttons. She arranges them in patterns. Her first 3 patterns are shown below. • Draw pattern 4 next to pattern 3. • How many white buttons does Gina need for Pattern 5 and Pattern 6? Explain how you figured this out. • How many buttons in all does Gina need to make Pattern 11? Explain how you figured this out. • Gina thinks she needs 69 buttons in all to make Pattern 24. How do you know that she is not correct? How many buttons does she need to make Pattern 24? Pattern #1 Pattern #2 Pattern #3 Pattern #4 CTB/McGraw-Hill; Mathematics Assessment Resource Services, 2003

21. Buttons Task • Individually complete parts 1 - 3. • Work with a partner to compare your work and complete part 4. Look for as many ways to solve parts 3 and 4 as possible. • Consider each of the following questions and be prepared to share your thinking with the group: • What mathematics content is needed to complete the task? • Which mathematical practicesare needed to complete the task? National Council of Supervisors of Mathematics CCSS Standards of Mathematical Practice: Reasoning and Explaining CTB/McGraw-Hill; Mathematics Assessment Resource Services, 2003

22. Button Task—Learner A Pictorial Representation • What does Learner A see staying the same? What does Learner A see changing? Draw a picture to show how Learner A sees this pattern growing through the first 3 stages. Color coding and modeling with square tiles may come in handy. Verbal Representation • Describe in your own words how Learner A sees this pattern growing. Be sure to mention what is staying the same and what is changing.

23. Button Task—Learner B Pictorial Representation • What does Learner B see staying the same? What does Learner B see changing? Draw a picture to show how Learner B sees this pattern growing through the first 3 stages. Color coding and modeling with square tiles may come in handy. Verbal Representation • Describe in your own words how Learner B sees this pattern growing. Be sure to mention what is staying the same and what is changing.

24. Button Task—Revisited • Which of the Standards of Mathematical Practice did you see the students employing? Cite explicit examples to support your thinking. • How did the manner in which the lesson was facilitated support the development of the Standards of Mathematical Practice for students? • What instructional implications for implementing CCSS does this activity suggest to you?

25. Math—Instructional Shifts • Focus • Coherence • Fluency • Deep Understanding • Application • Dual Intensity

26. Focus • Teachers significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards. • Use of Mathematical Practices for depth of understanding, reasoning, sense-making and applications

27. Focus—Traditional US Approach

28. Focusing attention within Numbers and Operations

29. PA CC Math Content

30. Coherence • Principals and teachers carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years. • Progressions across grades – NOT repetition

31. PA CC Math Content

32. Fluency • Students are expected to have speed and accuracy with simple calculations • Methods and algorithms based on principles of math – not mnemonics or tricks • Accurate & reasonably fast using mental math or paper and pencil

33. Math Fluencies

34. Deep Understanding • Students deeply understand and can operate easily within a math concept before moving on. They learn more than the trick to get the answer right. They learn the math.

35. Learning the Math??

36. Answer Getting vs. Learning Math • US: • How can I teach my kids to get the answer to this problem? • Japan: • How can I use this problem to teach mathematics they don’t already know?

37. Application • Students are expected to use math and choose the appropriate concept for application even when they are not prompted to do so.

38. Math Makeover—Dan Meyerhttp://www.ted.com/speakers/dan_meyer.html

39. Dual Intensity • Students are practicing and understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity.

40. Dual Intensity—Proficiency • National Research Council. (2001). Adding it up: Helping children learn mathematics. J. Kilpatrick, J. Swafford, and B. Findell (Eds.). Mathematics Learning Study Committee, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.

41. Effective Math Instruction National Research Council. (2001). Adding it up: Helping children learn mathematics

42. K – 8 Math Standards • The K-5 standards provide students with a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions, and decimals. • The 6-8 standards describe robust learning in geometry, algebra, and probability & statistics. • Modeled after the focus of standards from high-performing nations, the standards for grade 7 & 8 include significant algebra and geometry content. • Students who have completed 7th grade and mastered the content and skills will be prepared for algebra in 8th grade.

43. High School Standards • Call on students to practice applying mathematical ways of thinking to real world issues & challenges; • Require students to develop a depth of understanding & ability to apply mathematics to novel situations, as college students & employees regularly are called to do; • Emphasize mathematical modeling, the use of mathematics & statistics to analyze empirical situations, understand them better, & improve decisions; • Identify the mathematics that all students should study in order to be college & career ready.

44. PA CC Math Content

45. What is a great task? • Is open-ended • Does not have a solution path that is immediately obvious (or implied) • Requires examination & perseverance – challenges students • Requires students to think and not just rely on memorized procedures

46. What is a great task? • Begs for discussion – offering rich discourse on the math involved • Requires students to connect mathematical skill, understanding and reason • Requires students to interpret and communicate results

47. Task Analysis Guide

48. Task Analysis Guide

49. Resources • www.achievethecore.org • Steal these tools • www.parcconline.org • http://educore.ascd.org • www.ascd.org/commoncore • www.engageny.org • http://commoncore.americaachieves.org • http://www.graniteschools.org/depart/teachinglearning/curriculuminstruction/math/Pages/MathematicsVocabulary.aspx

50. ELA Core Standards 6 Instructional Shifts Designing Assessments